As an important form to express inference and reasoning,if-conditional has occupied a significant position in linguistic research.Traditional studies investigate the issue in virtue of categorization,cognitive semanti...As an important form to express inference and reasoning,if-conditional has occupied a significant position in linguistic research.Traditional studies investigate the issue in virtue of categorization,cognitive semantics and comparative analysis,etc.So far few researches have concerned meaning construction of if-conditionals from a perspective of cognitive linguistics.Based on the mental space theory,it is found that two mental spaces are set up in discourse,a base space representing if-clause and main clause represented by an expansion space.When elements in spaces are respectively projected in a mapping relation,the meaning is constructed by blending.This paper aims to provide a full interpretation for meaning construction by establishment of mental spaces and mapping between them,and also the analysis of subjectification pattern of if-conditionals,providing reference for future studies of the issue.展开更多
Purpose:This article aims to conduct a critical analysis of key-competences-based education in China today by revealing three main challenges that Chinese educational practitioners,researchers,and policymakers might f...Purpose:This article aims to conduct a critical analysis of key-competences-based education in China today by revealing three main challenges that Chinese educational practitioners,researchers,and policymakers might face.Design/Approach/Methods:Against the backdrop of international and Chinese policy and the practice of key-competences-based education,this article focuses on a critical discourse analysis of this educational movement in China.Findings:China places great emphasis on the personal,cultural,and moral dimensions in generating a framework of competences,paying considerable attention to the well-being of children;hence it currently endeavors to provide a consistent educational framework to educate the young for the all-round development.However,three challenges are salient:the dilemma between Core-Suyang(Core-Competence)and the education for all-round development of the young,the limitations of design of“subject core-competences,”and a lack of consideration of subjectification as purpose of education.Originality/Value:Education which merely focuses on a list of key-competences might not only exclude non-key-competences but also exclude something unforeseen and unknown in the process of educational adventure.It is therefore suggested that a holistic education needs to be engaged in with an encompassing and dynamic view of purpose(s)of education,in which the education for subjectification is at stake in our educational endeavor.展开更多
Despite the omnipresence of facemasks in the ongoing COVID-19 pandemic,recent studies on their sociopolitical aspects remain insufficient.This article conducts a genealogical study that investigates the emergence of t...Despite the omnipresence of facemasks in the ongoing COVID-19 pandemic,recent studies on their sociopolitical aspects remain insufficient.This article conducts a genealogical study that investigates the emergence of two differing masking strategies in two epidemic events in Chinese history.First,during the Manchurian plague 1910/11,it shows how the germ theory and historical anecdotes made anti-plague masks thinkable and practicable as a solution not only for airborne contagion but also for the biopolitical problem of‘unhygienic’population.In the second part,the analytical focus is shifted to the emergence of collective mask-wearing practices during SARS 2002/03 from the vantage point of subjectification.Facemasks then became a symbol of care in the neoliberal regime of responsibilization.This article concludes by arguing for a rethinking of facemasks as actants who actively participate in the constitution of the world we share.展开更多
文摘As an important form to express inference and reasoning,if-conditional has occupied a significant position in linguistic research.Traditional studies investigate the issue in virtue of categorization,cognitive semantics and comparative analysis,etc.So far few researches have concerned meaning construction of if-conditionals from a perspective of cognitive linguistics.Based on the mental space theory,it is found that two mental spaces are set up in discourse,a base space representing if-clause and main clause represented by an expansion space.When elements in spaces are respectively projected in a mapping relation,the meaning is constructed by blending.This paper aims to provide a full interpretation for meaning construction by establishment of mental spaces and mapping between them,and also the analysis of subjectification pattern of if-conditionals,providing reference for future studies of the issue.
文摘Purpose:This article aims to conduct a critical analysis of key-competences-based education in China today by revealing three main challenges that Chinese educational practitioners,researchers,and policymakers might face.Design/Approach/Methods:Against the backdrop of international and Chinese policy and the practice of key-competences-based education,this article focuses on a critical discourse analysis of this educational movement in China.Findings:China places great emphasis on the personal,cultural,and moral dimensions in generating a framework of competences,paying considerable attention to the well-being of children;hence it currently endeavors to provide a consistent educational framework to educate the young for the all-round development.However,three challenges are salient:the dilemma between Core-Suyang(Core-Competence)and the education for all-round development of the young,the limitations of design of“subject core-competences,”and a lack of consideration of subjectification as purpose of education.Originality/Value:Education which merely focuses on a list of key-competences might not only exclude non-key-competences but also exclude something unforeseen and unknown in the process of educational adventure.It is therefore suggested that a holistic education needs to be engaged in with an encompassing and dynamic view of purpose(s)of education,in which the education for subjectification is at stake in our educational endeavor.
文摘Despite the omnipresence of facemasks in the ongoing COVID-19 pandemic,recent studies on their sociopolitical aspects remain insufficient.This article conducts a genealogical study that investigates the emergence of two differing masking strategies in two epidemic events in Chinese history.First,during the Manchurian plague 1910/11,it shows how the germ theory and historical anecdotes made anti-plague masks thinkable and practicable as a solution not only for airborne contagion but also for the biopolitical problem of‘unhygienic’population.In the second part,the analytical focus is shifted to the emergence of collective mask-wearing practices during SARS 2002/03 from the vantage point of subjectification.Facemasks then became a symbol of care in the neoliberal regime of responsibilization.This article concludes by arguing for a rethinking of facemasks as actants who actively participate in the constitution of the world we share.
